Giáo án Tiếng Anh Lớp 2 - Review 1

Nội dung text: Giáo án Tiếng Anh Lớp 2 - Review 1

1. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ REVIEW 1 Phil and Sue – Period 1 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - repeat and understand a short story - identify and say the words they have learnt II. INPUT Language: - Vocabulary: pasta, pizza, kite, bike, kitten, sail, sea, rainbow, road - Structures: Is he/she ___ (verb + –ing)? and Yes, he/she is. / No, he/she isn’t. to ask and answer questions about actions in progress. Let’s look at the ___! to suggest doing something. What can you see? and I can see a ___. to describe features of a scene. Resources/Material: - Student’s book, page 20 - Teacher’s guide, pp. 38 - 39 - sachmem.vn - Flashcards/ Poster - Computer, projector 1
2. III. PROCEDURE Warm-up – Listen and read – Look again and circle – Wrap-up Classroom Procedure Teaching and learning activities management Warm-up 5 minutes - Remind pupils of the names of the topics Whole class they have learnt from Unit 1 to Unit 4. Option 1 - Revise Units 1 to 4 topics by showing pictures of a birthday party, a backyard, the seaside and the countryside. Encourage pupils to use the words and sentence structures that they learnt. - Say “Open your books at page 20 and look at Review 1, Phil and Sue.” Option 2 Have pupils play a game (e.g. Slap the Group work board, Pelmanism) with the words they have learnt in the previous units. Option 3 Stick some flashcards including some Group work pictures of the words from Units 1 to Unit 4 on the board. Write the words on the board. Have pupils match. 1. Listen and read. 15 minutes Step 1: Have pupils look at the picture of the boy, the Whole class girl and the speech bubbles. Introduce again the two new characters Phil and Sue and help pupils identify them (their names, genders, ) by asking them some questions such as Who’s the boy? Who’s the girl? What are they doing? Check comprehension. 2
3. Step 2: Have pupils look at Picture 1 (saying Look at Whole class Picture 1, please!) and describe the picture. (Picture (1) shows Sue flying over the countryside. She sees Ba flying a kite. Sue is saying “Look! Ba’s flying a kite!”). Step 3: Play the recording several times for pupils to Whole class listen and repeat the sentences in the bubbles of picture 1, saying “Listen, point to the sentence and repeat, please!” Step 4: Repeat the same procedure with Pictures 2, 3 Whole class and 4. Correct pronunciation, if necessary. Give further support to those pupils who find it difficult to do the task. Step 5: Play the recording of the whole story several Individual work times and have pupils listen, point to the speech bubbles and repeat until they feel confident. Go around and offer help, if necessary. Step 6: Have pupils work in pairs to act out the story. Pair work Go around the class to offer help and correct pupils’ pronunciation, if necessary. Step 7: Invite a few pairs to act out the story for the Pair work class. Encourage them to use gestures, face expressions, Observe and support pupils when needed. Extension: For more advanced classes, have pupils close Individual work their books and try to remember what the characters are doing in each picture. 2. Look again and circle. 8 minutes Step 1: Explain to pupils that they are going to look at Whole class the four pictures and circle the words appeared in the story. Step 2: Have pupils point to and say the word bike Whole class (say “Point to the word bike. Say bike.”). 3
4. Step 3: Have pupils look again at the story and try to Whole class find a bike in one of the pictures (say “Look Individual work again. Is there a bike in the story?”). If there is a bike, pupils should circle the word/picture; if not, then they do not need to circle the word/picture. Step 4: Ask pupils to look at the other pictures and Individual work circle the words in the chain, saying “Use your pencil to circle the words”. Give pupils time to work. Give further support to those pupils who find it difficult to do the task. Step 5: Invite some pupils to show what they have Whole class done. Praise them if they have done well. Have Individual work the class say all of the words they have circled. Answers: pizza, rainbow, sea, kitten Wrap-up: 5 minutes Revise the main teaching point of the lesson by Whole class asking pupils some questions about the story. Option 1 Using sachmem.vn, show the pictures of the Whole class story without showing the text. Have pupils tell the story from their memory. Option 2 Show flashcards of the words that appear in Individual work the story and have pupils say the words. Option 3 Have pupils play Slap the board with the words Individual work from Units 1-4. Group work 4
5. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ REVIEW 1 Self check – Period 2 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: - recognise the sounds they have learnt; - recognise the words they have learnt; - listen for specific sounds and words. II. INPUT Language: - Sounds: /p/ (letter p), /k/ (letter k), /s/ (letter s), and /r/ (letter r) - Vocabulary: pasta, pizza, popcorn, kite, bike, kitten, sail, sea, sand, rainbow, road, river Resources/Material: - Student’s book, page 21 - Teacher’s guide, pp. 40 - 41 - sachmem.vn - Flashcards - Computer, projector 5
6. III. PROCEDURE Warm-up – Listen and tick – Listen and circle – Write and say – Wrap-up Classroom Procedure Teaching and learning activities management Warm-up 5 minutes Option 1 Whole class Using sachmem.vn, play the video of the story Pair work in Lesson 1. Have pupils role play it. Option 2 Have pupils play Hot seat to revise the words Group work they learnt in previous units. Option 3 Have pupils play Pass the ball game. Give Whole class flashcards for pupils to pass with the music, then when the music stops, those who get the Group work flashcards will say the words. 1. Listen and tick. 8 minutes Step 1: Have pupils look at the pictures and say the Whole class words (say “Point and say.”). When pupils Individual answer correctly, confirm by saying work “river/ road/ pizza/ pasta/ sea/ sand”. Step 2: Play the recording and ask pupils to listen and Whole class tick the correct box (say “Listen and tick”). Give Individual further support to those pupils who find it work difficult to do the task. Play the recording again, if necessary (say “Listen again.”). Step 3: Follow the same procedure with the pictures of Whole class questions 2 and 3. Go around and offer help, if Individual necessary. work Step 4: Check the answers by asking “a or b?”. When Whole class pupils answer correctly, confirm by saying “1a. river”/“2b. pasta”/ “3a. sea” and encourage them to repeat. Audio script: 1. river 2. pasta 3. sea Answers: 1. a 2. b 3. a 6
7. Extension: Put the flashcards of Units 1-4 at different Group work places in the class. Have pupils play in groups of four. Say one word, for example, pasta, the pupils will try to run to the flashcard “pasta” as fast as he/she could to slap on the word. 2. Listen and circle. 7 minutes Step 1: Have pupils look at the pairs of letters and say Whole class the letter sounds in pairs (say “Point and say.”). Invite some pupils to say the letters and the sounds in front of the class. Step 2: Play the recording, ask pupils to listen and Individual circle the letters of the sounds (say “Listen and work circle.”). Allow pupils time to complete the activity. Play the recording again, if necessary (say “Listen again.”). Step 3: Check the answer to Question 1 by asking “/s/ Individual or/r/?” Invite some pupils to say the sounds work they have heard. When pupils answer correctly, confirm by saying “/s/.” and encourage them to repeat. Step 4: Repeat Step 3 for Questions 2, 3 and 4. Individual work Audio script: 1. s 2. r 3. p 4. k Extension: Divide pupils into groups. Have them listen to one sound, for example /s/, and in one minute, pupils try to find out the words contaning the sound /s/ such as sea, sun, sail, The group with the most correct words wins. 3. Write and say. 10 minutes Step 1: Draw pupils’ attention to Picture 1, say “Look at Whole class Picture 1”. Have pupils point and say the words (say “Point and say.”). When pupils answer correctly, confirm by saying “popcorn/ kitten/ sand/ rainbow”. 7
8. Step 2: Have pupils write the letters to complete the Individual words (say “Look and write.”). Allow pupils work time to complete the activity. Go around the class to offer support. Step 3: Get pupils to check their answers in pairs. Then Pair work ask some pairs to give their answers. Give comments and confirm the correct answers. Step 4: Have pupils say the words (say “Now say.”) Whole class Extension: Write incomplete words on the board and have Individual some pupils to write letters to complete them. work E.g: _ ite , _ iver, _izza, _opcorn, Wrap–up 5 minutes Option 1 Have pupils play Kim’s game. Stick flashcards Whole class on the board. Have pupils look at the cards Group work for 30 seconds. Then ask them to close their eyes. Have them open their eyes again and say what words have been missing. Option 2 Group work Stick some picture cards on the board. Write Individual the words on the board. Have pupils match. work Option 3 Have pupils play Whispering game to revise Group work the words from Units 1-4. Divide the class into teams. Pupils are going to listen to the message their friends whisper and then pass the message to the next pupil. The team wins if the last person in the team can speak out the word he/she heard correctly. 8
9. TIẾNG ANH 2 LESSON PLAN School: ___ School year: ___ Grade: ___ Week: ___ Teacher: ___ Approved by: ___ REVIEW 1 Self check – Period 3 Date: ___ I. OBJECTIVES By the end of the lesson, pupils will be able to: – recognize the target words and sentence structures; – write the learnt words. II. INPUT Language: - Vocabulary: pasta, pizza, popcorn, kite, bike, kitten, sail, sea, sand, rainbow, road, river - Structures: The ___ is yummy. to express this feeling about a particular food. - Is he/she ___ (verb + –ing)? and Yes, he/she is. / No, he/she isn’t. to ask and answer questions about actions in progress. Let’s look at the ___! to suggest doing something. What can you see? and I can see a ___. to describe features of a scene. Resources/Material: - Student’s book, page 22 - sachmem.vn - Teacher’s guide, pp. 41 - 42 - Flashcards - Computer, projector 9
10. III. PROCEDURE Warm-up – Read and tick – Guess, read and circle. Then say – Write the words – Wrap-up Procedure Teaching and learning activities Classroom management Warm-up 5 minutes Option 1 - Have pupils sing one or two songs from Units Whole class 1 - 4 to revise the words and structures they have learnt. If pupils do not remember the songs, play the recording for them to sing along. Option 2 Show pupils the lyrics of a chant or a song from Whole class Units 1 - 4 with some missing words, e.g.: Individual What can you see? work I can see a ___. A rainbow in the sky. What ___? I can see a river. A ___ near the road. Then ask pupils to listen to the chant/song and fill in the blanks, then sing the complete chant/song aloud. Option 3 Have pupils play the game Missing flashcard to Group work revise the sounds and words they learnt in previous units. 4. Read and tick. 8 minutes Step 1: Have pupils read and say the sentence Whole class structure in Question 1 Let’s look at the river! (say “Read and say.”) Step 2: Have pupils look at the pictures underneath Whole class the sentence structure (saying “Look at the pictures in Question 1, please!") and say what they can see. When pupils answer 10
11. correctly, confirm by saying “sand/river”. Step 3: Have pupils read the sentence again and tick Individual the correct box (say “Read and tick.”) Allow work pupils time to complete the activity. Give further support to those pupils who find it difficult to do the task. Step 4: Check answers by saying “a. or b.?” When pupils Whole class answer correctly, confirm by saying “b. Let’s look at the river!” and encourage them to repeat. Step 5: Repeat Steps 1 to 4 for the sentence structures Whole class in Question 2 Is she flying a kite? and Question Individual 3 I can see a road. work Extension: Say aloud some sentences and have pupils slap Group work the suitable pictures. 5. Guess, read and circle. Then say. 8 minutes Step 1: Draw pupils’ attention to Picture 1 and Whole class encourage them to guess what is in the picture (say “Look at Picture 1. Guess what it is.”) Step 2: Have pupils read the two sentences Whole class underneath Picture 1 (say “Look at and read the sentences.”). Step 3: Say “Circle the correct sentence.” and allow Individual pupils time to complete the activity. work Step 4: Check answers by saying “a or b?” When pupils Whole class answer correctly, confirm by saying “a. The Individual pasta is yummy.” and encourage them to work repeat. Step 5: Repeat Steps 1 to 4 for Picture 2 and Picture 3. Whole class Extension: Have pupils rearrange the sentences to make Group work meaningful sentence. E.g: a sail / I / can see (I can see a sail.) flying/ He’s/ a kite (He’s flying a kite.) 6. Write the words. 8 minutes Step 1: Have pupils look at and describe the picture Whole class using the words they have learnt. Step 2: Write k_ _ _ on the board and encourage Whole class 11
12. pupils to complete the word. When they answer correctly, confirm by saying “kite” and encouraging them to repeat. Step 3: Repeat Step 2 for sea (s_ _), pizza (p_ _ _ _), Whole class pasta (p_ _ _ _) and road (r_ _ _). Step 4: Say “Write the words.” and allow pupils time to Individual complete the activity. work Step 5: Check answers by inviting pupils to come to the Individual front and complete the words kite, sea, pizza, work pasta and road on the board Extension: Show the pictures of some learnt words and ask Whole class pupils to write the words on their notebooks. Ask Individual pupils to swap their answers with other work classmates. Then check the answers as a class. Wrap–up 5 minutes Option 1: Write a letter, then pupils take turn Group work go to the board and write the next letter, one by one, until it becomes a word. Practise writing as many words as possible. Option 2: Show flashcards and have pupils say Individual the words. Ask some pupils to make sentences work with the words. Option 3: Write incomplete sentences on the Individual board (with pictures). Invite some pupils to go work to the board and write the letters to complete Group work the sentences. E.g. The picture of a plate of pasta and the text: The ___ is yummy. 12